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ERIC Number: ED556810
Record Type: Non-Journal
Publication Date: 2009
Pages: 191
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-6937-5
ISSN: N/A
Leadership for Safe and Inclusive Schools: An Examination of Lesbian, Gay, Bisexual and Transgender Educators' Perceptions of School Climate
Wright, Tiffany
ProQuest LLC, Ed.D. Dissertation, The Johns Hopkins University
Effective school leaders work to assist students and staff alike in feeling safe within the school environment. Educators need to feel safe in order to successfully carry out their professional responsibilities. Historically and presently, lesbian, gay, bisexual, and transgender (LGBT) educators have felt unsafe in school settings, even though being honest about their sexuality has been shown to increase their effectiveness in the classroom. While LGBT issues have been increasingly included in the scope of teaching and learning over the past decade, schools continue to struggle to provide safe environments for LGBT staff. This study examined national data collected through the 2007 National Lesbian, Gay, Bisexual and Transgender (LGBT) K-12 Educators Survey (Smith, Esposito, Wright, & Reilly, 2006) to determine which factors impact feelings of safety and outness for LGBT educators. Seven factors (homophobia, principal support, policies of human rights, policies of bullying language, job safety, personal safety, and outness) emerged from the factor analyses. Using analysis of variance (ANOVA), factor scores were tested to demonstrate any significant differences among demographic items, such as age and region of employment. In addition, path analyses were conducted to test two hypothesized models predicting participants' perceptions of safety and levels of outness. Key findings indicated that 1) age influenced LGBT educators' perceptions of principal support; 2) most respondents perceived a lack of professional support due to a lack of policies including LGBT rights; 3) years of teaching experience, respondents' region, and the level of students that respondents taught impacted perceptions of job safety; 4) policies prohibiting bullying language and high levels of perceived professional support influenced perceptions of personal safety; and 5) policies of human rights directly influenced perceptions of job safety, which in turn, influenced levels of outness for LGBT educators. These findings have implications for school leaders seeking to create safe and inclusive professional environments for LGBT educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A